MF805003 Musc Anat (20130301)

Muscle Anatomy 805P-MF805003 / Version 2 Effective Date Not Assigned SECTION I.
ADMINISTRATIVE DATA
All Courses Including This Lesson Course Number Version Course Title
None
Task Number Task Title
Task(s) Taught(*) or Supported
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Task Number Task Title
Reinforced Task(s)
None
Knowledge Knowledge Id Title Taught Required
None
Skill Skill Id Title Taught Required
None
Administrative/ Academic Hours
The administrative/academic hours required to teach this lesson are as follows:

Academic Resident Hours / Methods
Yes 3 hrs 0 mins Conference/Discussion Yes 0 hrs 0 mins Test Review Yes 0 hrs 0 mins Test ________________________________________________________________________ Total Hours: 3 hrs 0 mins
Test Lesson Number Hours Lesson Number
None
Prerequisite Lesson(s) Lesson Number Lesson Title
None
Training Material Classification Foreign Disclosure Restrictions
Security Level: This course/lesson will present information that has a Security Classification of: U - Unclassified. FD1. The materials contained in this training event/course have been reviewed by the developers in coordination with the Physical Readiness Div, TSSD, DCG-IMT, Ft Jackson FD authority. This training event/course is releasable to students from all requesting foreign countries without restrictions.
Number Title Date Additional Information
References
FM 5-19 FM 7-22
COMPOSITE RISK MANAGEMENT Army Physical Readiness Training

1
21 Aug 2006 26 Oct 2012
Student Study Assignment Instructor Requirements
None.
- Be thoroughly familiar with this lesson and FM 7-22 prior to conducting training.
- Ensure all handouts, slides, and lesson for Visitors Book are prepared and on-hand.
- Ensure classroom is prepared and all required equipment and training aides are on-hand for training and in proper working order.
- Ensure Assistant Instructor (AI) is identified, briefed, and is aware of any requirements involving his/her interaction. The AI also needs to ensure he/she can teach the is lesson if the Primary Instructor (PI) is not present.
- Identify corrections, inconsistencies, or errors in training material. These need to be addressed with the PRD Training Specialist after the scheduled training.
- Complete an end-of-day AAR with students.
Additional Support Personnel Requirements
Name
Student Ratio
Qty
Man Hours
None
ID - Name Student Ratio Instructor Ratio
Equipment Required for Instruction
Spt
Qty
Exp
5836-01-408-4665 0:0 PROJECTOR, VIDEO (INFOCUS LITEPRO 550) 6515-01-509-2908 - DEPLOY 0:0 PAC,AED 6545-00-116-1410 - FIRST AID 1:40 KIT,GENERAL PURPOSE 6665-01-103-8547 - WET 1:40 GLOBE TEMPERATURE KIT 6730-00-577-4813 - Screen, 0:0 Projection 7010-01-454-5951 - Computer 0:0 System, Digital, Desk Top 7520-00-T82-3256 - LASER, 0:0 POINTER (PEN SIZE) 7520-01-351-9148 - Pointer, 0:0 Instructional (Note: Asterisk before ID indicates a TADSS.)
Materials Required
1:40 1:40 0:0 0:0 1:40 1:40 1:40 1:40
No No No No No No No No
0 0 0 0 0 0 0 0
No No No No No No No No
Instructor Materials:
- This lesson and any SME notes - Updated composite risk worksheet
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Student Materials:
- Uniform as designated by instructors - Pen/pencil - Paper

Classroom, Training Area, and Range Requirements ID - Name Quantity Student Ratio Setup Mins Cleanup Mins
17120-T-1680-50 Classroom, Traditional, 1680 Square Feet, 50 Students
1:40
Ammunition Requirements
DODIC - Name
Exp
Student Ratio
Instruct Ratio
Spt Qty
None
Instructional Guidance
NOTE: Before presenting this lesson, instructors must thoroughly prepare by studying this lesson and identified reference material.
- Instructor must adhere to the guidelines established by this lesson, the Master Fitness Trainer Course (MFTC) Program of Instruction (POI); and unit/installation policies, Standard Operating Procedures (SOPs), and guidelines of the training unit.
- The following slides support this lesson, MF805003: Muscle Anatomy:
Slide #1 Muscle Anatomy
Slide #2 Terminal Learning Objective (TLO)
Slide #3 Enabling Learning Objective A
Slide #4 Types of Muscles
Slide #5 Enabling Learning Objective B
Slide #6 Skeletal Muscle
Slide #7 Enabling Learning Objective C
Slide #8 Movement
Slide #9 Enabling Learning Objective D
Slide #10 Muscle Contraction
Slide #11 Enabling Learning Objective E
Slide #12 Muscles of the Neck
Slide #15 Muscles of the Spine
Slide #16 Muscles of the Abdomen
Slide #20 Muscles of the Upper Limbs
Slide #30 Muscles of the Hips
Slide #35 Muscles of the Knee
Slide #36 Muscles of the Knee
Slide #37 Calf Muscles
Slide #38 Muscles of the Ankle
Slide #39 Cross Section of Muscles in the Leg
Slide #43 Check on Learning
Slide #44 Summary
Proponent Lesson Plan Approvals
Name
Rank
Position
Date
None
NO DATA
SECTION II. INTRODUCTION Method of Instruction: Instr Type(I:S Ratio/Qty): Time of Instruction: Instructional Strategy:
Motivator
NOTE: SHOW SLIDE 1 Muscle Anatomy (Title Slide)
Conference/Discussion Contracted Instructor (1:10/0), Instructor (1:40/0) 5 mins Large Group Instruction
Slide 1
The human body contains more than 650 skeletal muscles. Muscles control every movement in your body, from pushing food through your digestive system to helping you lift a baby. In addition to movement, your muscles also help you produce heat and maintain posture.
The purpose of this period of instruction is to familiarize you with the structure and function of the muscles in the skeletal system. Discussion will include the names, locations, anatomy, types and functions of muscles used for physical activity. You will also learn about some common injuries to muscles, as well as stretches and exercises performed in PRT to develop those muscles.
Terminal Learning Objective
NOTE. Inform the students of the following Terminal Learning Objective requirements.
At the completion of this lesson, you [the student] will:
Action: Conditions:
Familiarize with the structure and functions of the human muscle system. In a large group classroom, given instructor notes, this lesson, FM 7-22, Army Physical Readiness Training, and Master Fitness Trainer Course (MFTC) Course Management Plan (CMP).
Standards:
Understand the human muscle system and how it relates to Physical Readiness Training (PRT) IAW instructor notes, this lesson, FM 7-22, Army Physical Readiness Training.
Safety Requirements
1. Safety is a major consideration when planning and evaluating PRT programs. Commanders should use the composite risk management process for all PRT activities to ensure they do not place their Soldiers at undue risk for injury or accident. The commander should address:
- Environmental conditions - Emergency procedures - Facilities - Differences in age - Gender - Level of conditioning of each Soldier in the unit
2. Safety Requirements in a Classroom Setting:
Safety is of the utmost importance in any training environment. During the training process, Commanders will utilize the 5-Step Composite Risk Management process to determine the safest and most complete method to train. Every precaution will be taken during the conduct of training.
Safety is everyones responsibility to recognize, mitigate, and report hazardous conditions.
3. In a training environment, lead Instructors must perform a risk assessment in accordance with FM 5-19, Composite Risk Management. Leaders will complete a DA Form 7566 COMPOSITE RISK MANAGEMENT WORKSHEET during the planning and completion of each task and sub-task by assessing mission, enemy, terrain and weather, troops and support available-time available and civil considerations, (METT-TC).
NOTE: During MOPP training, leaders must ensure personnel are monitored for potential environmental injury. Local policies and procedures must be followed during times of increased heat category or freeze warning in order to avoid injury. Consider the MOPP work/rest cycles and water replacement guidelines IAW FM 3-11.4, NBC Protection, FM 311.5, CBRN Decontamination.
Risk Assessment Level
Low -
Conduct Classroom Instruction
Assessment:
- Tripping over extension cords, electrocution, mishandle equipment. - Dehydration - Stress - Overheating - Fire
Controls:
- Tape or cover cords on the floor, educate on operation of equipment, develop emergency evacuation procedures. - Drink water or comparable beverage during breaks - Relaxation and preparedness for class - Proper hydration, climate control - Emergency evacuation plan Contact to emergency services Use of sprinkler-fire ext
Leader Actions:
- MFTIs will brief classroom safety at the beginning of every class. - MFTIs will encourage all MFTs to drink water.
MFTIs will brief the location of a water fountains and the latrine. - MFTIs will assign student reading the day prior. MFTIs will brief the MFT break area. - MFTs will be in the prescribed uniform. MFTs will drink water when needed. - MFTIs will brief the fire evacuation plan in the beginning of every class. MFTIs will control MFTs in the event of a fire drill. MFTs and cadre will form up at the designated formation area. - MFTIs will ensure the wet bulb is operational and checked every hour to keep up with the correct heat category for the event. - All hot weather injuries will be followed up with an LCIR to the Chain of Command. - MFTIs will ensure adequate time will be given to eat all meals and drink fluids. - MFTIs will adhere to work/rest cycles of continuous high heat categories for each training event.
Environmental Considerations
NOTE: Instructor should conduct a Risk Assessment to include Environmental Considerations IAW FM 3-34.5, Environmental Considerations {MCRP 4-11B}, and ensure students are briefed on hazards and control measures.
Individuals instructing this task must ensure they are familiar with FM 7-22, Appendix D, pages D-1 thru D-5, Environmental Considerations prior to training this task.
Evaluation
NOTE: Describe how the student must demonstrate the accomplishment of the TLO. Refer student to the Student Evaluation Plan.
Instructional Lead-in
NOTE: SHOW SLIDE 2 Terminal Learning Objective (TLO)
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Slide 2
a. The TLO of this period of instruction is classroom instruction and participation in various PRT activities, with the goal to identify muscles used in the physical performance of WTBDs.
b. The first part of this lecture will focus on the general structure and function of skeletal muscle, and the types of muscles contractions. As a Master Fitness Trainer, it is important for you to understand both the structure and function of the skeletal muscle. The second part of the lecture builds on this general muscle information and gives you the names and location of the muscles, the direction of movement they cause in a joint, the stretch and the injury commonly associated with that muscle.
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SECTION III. PRESENTATION NOTE: A. Inform the students of the Enabling Learning Objective requirements. ENABLING LEARNING OBJECTIVE ACTION: CONDITIONS: Identify the three types of muscles in the body. In a large classroom, given instructor notes, this lesson, FM 7-22 and Master Fitness Trainer Course (MFTC) Course Management Plan (CMP). STANDARDS: Identify the three types of muscles used in the physical performance of WTBDs IAW with instructor notes, this lesson and FM 7-22, Army Physical Readiness Training. ELO A - LSA 1. Learning Step / Activity ELO A - LSA 1. The three types of muscles in the body. Conference/Discussion Contracted Instructor(1:10/0)* / Instructor(1:40/0)* 0 hrs 5 mins Large Group Instruction PowerPoint Presentation This course/lesson will present information that has a Security Classification of: U - Unclassified. Note: Marked as (*) is derived from the parent learning object
Method of Instruction: Instr Type(I:S Ratio/Qty): Time of Instruction: Instructional Strategy: Media Type: Security Classification:
NOTE: SHOW SLIDE 3 - Enabling Learning Objective (ELO) A: (Inform the students of the Enabling Learning Objective requirements)
Slide 3
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NOTE: SHOW SLIDE 4 - Types of Muscle
Slide 4
a. Involuntary / smooth muscle:
(1) Smooth muscle is found in the digestive and respiratory tracts and other hollow structures such as the urinary bladder and blood vessels
b. Cardiac muscle:
(1) Cardiac or heart muscle has characteristics of both skeletal and smooth muscle. The heart is an involuntary muscle that has the striated appearance of skeletal muscle with dark and light bands along the length of its fibers.
c. Voluntary / skeletal muscle:
(1) These types of muscles are controlled by voluntary actions and compromise a large part of the human body mass. They are the prime focus of physical training and MFTs must possess knowledge of their
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names, locations and actions in order to understand how Soldiers move and fight.
NOTE: Emphasize that while there are three muscle types, MFTs need to understand one of these completely voluntarily-controlled skeletal muscle. In order for us to be able to digest food, the digestive tract had muscle in it that contracts to force food and food waste through the tract. This is done involuntarily we have no conscious control over it. Cardiac muscle is similarly controlled unconsciously an automatically-generated electrotonic impulse initiates each heart beat. The dark- and light-banded appearance of cardiac muscle fibers are similar to those in skeletal muscle.
Check on Learning: QUESTION: What are the three types of muscle? ANSWER: Skeletal Involuntary / Smooth; Caridac; Voluntary /
QUESTION: What type of muscle is the primary focus of the MFT? ANSWER: Review Summary:
Conduct a review and solicit feedback from students on the administrative/support function offered in this Learning Step Activity.
Voluntary / Skeletal Muscle
CHECK ON LEARNING (ELO A):
Determine if the students have learned the material presented by soliciting student questions and explanations. Ask the students questions and correct misunderstandings.
REVIEW SUMMARY(ELO A):
Conduct a review and solicit feedback from students on the administrative/support functions offered in the various Learning Step Activities of this ELO.
B.
ENABLING LEARNING OBJECTIVE ACTION: CONDITIONS: Identify the Structure of Skeletal Muscle. In a large classroom, given instructor notes, this lesson, FM 7-22 and Master Fitness
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Trainer Course (MFTC) Course Management Plan (CMP). STANDARDS: Identify structure of skeletal muscles used in the physical performance of WTBDs IAW with instructor notes, this lesson and FM 7-22 Army Physical Readiness Training. ELO B - LSA 1. Learning Step / Activity ELO B - LSA 1. The Structure of Skeletal Muscle Conference/Discussion Contracted Instructor(1:10/0)* / Instructor(1:40/0)* 0 hrs 5 mins Large Group Instruction PowerPoint Presentation This course/lesson will present information that has a Security Classification of: U - Unclassified. Note: Marked as (*) is derived from the parent learning object
NOTE: SHOW SLIDE 5 - Enabling Learning Objective (ELO) B: (Inform the students of the Enabling Learning Objective requirements)
Slide 5
NOTE: SHOW SLIDE 6 - Skeletal Muscle
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Slide 6
a. Skeletal muscles are attached to the bony skeleton and are responsible for the movement and stability of its parts. Explain the difference between movement and stability mentioned in the first bullet.
(1) Movement is very intuitive = thats what muscles do to the body.
(2) Stability is also created by muscle activation a muscle has to contract to hold in joint in the same position. This can be demonstrated using the biceps and the elbow. Clearly, work can be seen going on in the biceps when the forearm is being moved or kept in the same position against resistance given by the opposite hand.
b. The second bullet stands alone. Read it. More details about muscle will be covered in the muscle physiology lecture.
c. In the third bullet, the concept of a tendon is introduced. It is important to know that tendons attach muscle to bone. Ligaments attach bone to bone. Ligaments do not attach muscle to bone. You can sprain a ligament, but you strain a tendon. Can the students think of examples of each of these? Sprained wrist, ankle, knee all ligamentous injuries. Strained quadriceps, abdominals, hamstring all muscle-tendon injuries. MFTs know the difference between a ligament and a tendon.
Check on Learning:
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QUESTION: What attaches muscle to bone?
ANSWER:
Tendons
QUESTION: What attaches bones to bones?
ANSWER:
Ligaments
QUESTION: A sprained wrist, ankle, or knee indicate an injury to a _________?
ANSWER:
Ligament
QUESTION: A strained quadricep, oblique, or hamstring indicate an injury to a __________?
ANSWER:
Tendon
Review Summary:
CHECK ON LEARNING (ELO B):
REVIEW SUMMARY(ELO B):
C.
ENABLING LEARNING OBJECTIVE ACTION: CONDITIONS: Identify the Actions of Muscles During Contraction. In a large classroom, given instructor notes, this lesson, FM 7-22 and Master Fitness Trainer Course (MFTC) Course Management Plan (CMP). STANDARDS: Identify the actions of muscles during contraction IAW with instructor notes, this
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lesson and FM 7-22 Army Physical Readiness Training. ELO C - LSA 1. Learning Step / Activity ELO C - LSA 1. Actions of Muscles During Contraction Method of Instruction: Instr Type(I:S Ratio/Qty): Time of Instruction: Instructional Strategy: Media Type: Security Classification: Conference/Discussion Contracted Instructor(1:10/0)* / Instructor(1:40/0)* 0 hrs 5 mins Large Group Instruction PowerPoint Presentation This course/lesson will present information that has a Security Classification of: U - Unclassified. Note: Marked as (*) is derived from the parent learning object
NOTE: SHOW SLIDE 7 - Enabling Learning Objective (ELO) C: (Inform the students of the Enabling Learning Objective requirements)
Slide 7
NOTE: SHOW SLIDE 8 - Movement
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Slide 8
a. This slide stands alone. Read the bullets, and demonstrate using some examples from your own body, or the students.
Check on Learning:
QUESTION: What are the muscles that stabilize or support a part of the body in a coordination with other muscles that are contracting to generate movement elsewhere?
ANSWER:
Fixators
QUESTION: What are muscles that contribute the majority of a joints movement in a specific direction?
ANSWER:
Agonists
QUESTION: What are muscles that have the opposite effect to agonists?
ANSWER:
Antagonists
Review Summary:
Conduct a review and solicit feedback from students on the
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administrative/support function offered in this Learning Step Activity.
CHECK ON LEARNING (ELO C):
REVIEW SUMMARY(ELO C):
D.
ENABLING LEARNING OBJECTIVE ACTION: CONDITIONS: Identify the Types of Muscle Contraction. In a large classroom, given instructor notes, this lesson, FM 7-22 and Master Fitness Trainer Course (MFTC) Course Management Plan (CMP). STANDARDS: Identify the types of muscle contractions used in the physical performance of WTBDs IAW with instructor notes, this lesson and FM 7-22 Army Physical Readiness Training. ELO D - LSA 1. Learning Step / Activity ELO D - LSA 1. Types of Muscle Contraction Method of Instruction: Instr Type(I:S Ratio/Qty): Time of Instruction: Instructional Strategy: Media Type: Security Classification: Conference/Discussion Contracted Instructor(1:10/0)* / Instructor(1:40/0)* 0 hrs 10 mins Large Group Instruction PowerPoint Presentation This course/lesson will present information that has a Security Classification of: U - Unclassified. Note: Marked as (*) is derived from the parent learning object
NOTE: SHOW SLIDE 9 - Enabling Learning Objective (ELO) D: (Inform the students of the Enabling Learning Objective requirements)
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Slide 9
NOTE: SHOW SLIDE 10 - Muscle Contraction
Slide 10
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a. Muscles shorten or contract to produce movement or stability around a joint.
(1) Isometric (same/equal movement) contractions occur when a muscle contracts to develop tension in the muscle-tendon structure without causing movement of a joint.
(2) Isotonic (equal tension) contractions occur against a constant force exerted on a muscle.
(3) Concentric contractions occur when the muscle shortens to overcome resistance and moves the body segment of one attachment toward the segment of the other muscle attachment.
(4) Eccentric contractions occur when a muscle cannot overcome the resistance placed on it and has to lengthen. Muscles act as a brake on movement, slowing the progress of a body segment. This is sometimes referred to as negative work. This can cause Delayed Onset Muscle Soreness DOMS.
Check on Learning:
QUESTION: What contraction occurs when the muscle shortens to overcome resistance and moves the body segment of one attachment toward the segment of the other muscle attachment?
ANSWER:
Concentric
QUESTION: What contraction occurs when a muscle contracts to develop tension in the muscle-tendon structure without causing movement of a joint?
ANSWER:
Isometric
QUESTION: What contraction occurs when a muscle cannot overcome the resistance placed on it and has to lengthen. Muscles act as a brake on movement, slowing the progress of a body segment. This is sometimes referred to as negative work?
ANSWER:
Eccentric
QUESTION: What contraction occur against a constant force exerted on a muscle?
ANSWER:
Isotonic
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Review Summary:
CHECK ON LEARNING (ELO D):
REVIEW SUMMARY(ELO D):
E.
ENABLING LEARNING OBJECTIVE ACTION: CONDITIONS: Identify the Locations of Muscles in the Body. In a large classroom, given instructor notes, this lesson, FM 7-22 and Master Fitness Trainer Course (MFTC) Course Management Plan (CMP). STANDARDS: Identify the locations of muscles used in the physical performance of WTBDs IAW with instructor notes, this lesson and FM 7-22 Army Physical Readiness Training. ELO E - LSA 1. Learning Step / Activity ELO E - LSA 1. Locations of Muscles in the Body Conference/Discussion Contracted Instructor(1:10/0)* / Instructor(1:40/0)* 2 hrs 15 mins Large Group Instruction PowerPoint Presentation This course/lesson will present information that has a Security Classification of: U - Unclassified. Note: Marked as (*) is derived from the parent learning object
NOTE: SHOW SLIDE 11 - Enabling Learning Objective (ELO) E: (Inform the students of the Enabling Learning Objective requirements)
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Slide 11
a. Teaching and learning the following slides 12 through 43 will require a basic understanding of bone anatomy, movement directions and PRT exercises.
(1) PRT exercise knowledge will evolve throughout the course for the students.
(2) Bone anatomy was covered in the Skeletal Anatomy lecture.
b. In order for students to understand movement directions, at this point, teach the anatomical position and basic movement patterns of flexion and extension of all the body parts: have the students stand in the anatomical position and flex the
(1) neck
(2) trunk
(3) hips
(4) shoulders
(5) elbows
(6) wrists
(7) fingers
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c. All these movements tend towards the front or forward.
d. Stand up again and flex the knee the only flexion movement that goes backwards. Then do the same thing for extension of the neck, trunk, hips, shoulders, elbows, wrists and hands.
f. Demonstrate knee extension the knee locks straight. Repeat this several times, having the students follow, and verbalize the movements.
g. Demonstrate rotation and sidebending use the trunk and head for these starting from the anatomical position.
NOTE: More detail about movements and planes of movement will be covered in the Kinesiology lesson.
NOTE: SHOW SLIDE 12 - Muscles of the Neck
Slide 12
h. For this slide, read the bullets and demonstrate lateral flexion in combination with flexion of the neck. This is the action of the Sternocleidomastoid (SCM) another word to repeat out loud.
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Slide 13
i. The deep neck flexors are the longus colli and longus capitis, which lay on the front of the cervical vertebrae and help to flex the neck and head. These are important muscles in cervical stability and will become fatigued when the head is held a few inches off the ground in supine positions. They help keep our head upright and become stretched and weak due to poor desk and standing posture. Ask if anyone knows what ergonomics is and discuss sitting and computer positions.
NOTE: The graphic and photo illustrations show a study to demonstrate that people with neck pain have less endurance (22 secs) in these muscles than those who dont have neck pain (40 secs) when asked to sustain this position.
QUESTION: What exercises use this position?
QUESTION: Why is that included in PRT?
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QUESTION: What might this help Soldiers to avoid?
Slide 14
j. Read through and explain the bullets using the top two images and models. This is an easy muscle to palpate. The ligamentum nuchae is the long span ligament running from the occiput to the 7th cervical vertebrae and attaching the spinous processes of all the vertebrae in the cervical spine.
k. Although the upper trap is also a shoulder muscle, its origins are on the cervical vertebra and base of the skull and supports neck movements. Like the DNFs, it can become weak due to poor posture.
NOTE: Have the students stand and adopt some of the postures seen in the illustration.
QUESITON: What will happen to the female doing the push-ups if she continues to adopt that form?
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QUESTION: Why do MFTs insist on the proper form during each rep of the push-up?
NOTE: SHOW SLIDE 15 - Muscles of the Spine
Slide 15
l. The erector spinae are layered groups of muscles that reach over single to multiple levels of the spine to form one large muscle mass. The layers are labeled in the illustration. Here you can see them extending from the skull to the sacrum. The slice image shows how closely they attach to the spinal vertebrae in order to control it.
NOTE: Teach the stretching exercises here most can be done sitting or standing. There are many more exercises that work the erector spinae, but these ones target it deliberately to improve strength, posture and prevent injury.
NOTE: SHOW SLIDE 16 - Muscles of the Abdomen
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Slide 16
m. The six-pack muscle is really an 8-pack! The rectus abdominus is the primary muscle for trunk flexion.
QUESTION: Which muscle is used in the sit-up exercise?
ANSWER:
With the feet anchored, its the hip flexors.
QUESTION: Which one contracts isometrically?
ANSWER:
The rectus abdominus (RA).
QUESTION: What is the functional reason for the sit-up?
ANSWER:
This should generate some discussion about the combat-relevancy of exercises like this,
and should conclude with the reason that PRT uses lots of other trunk flexion exercises like the ones listed in the final bullet.
NOTE: Explain what a rectus diastasis is. MFTs will rarely see this unless they are also certified Pregnancy and Post-partum Physical Training (PPPT) instructors. However, it is a separation of the fascia that keeps the two sides of the RA together. This fascia, as well as the muscle thins and spreads during pregnancy. If it does not come back together in the post-partum period, adjustments will have to be made to
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sit-ups and other abdominal exercises, or avoided altogether.
Slide 17
n. This slide stands alone. Read the bullets. The Instructor should point out the different fiber directions for each muscle, and know why one is called internal and one external one is deeper and lies beneath the other.
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Slide 18
o. The transversus abdominis (TA) is one of the key muscles used in almost all exercises. (Read the bullets). It is thought to have a role in stabilizing the spine to prevent unwanted movement and wear and tear in the lumbar spine.
CHECK ON LEARNING:
QUESTION: Where is the lumbar spine?
QUESTION: What are the other sections of the spine called? Cervical, thoracic and lumbar (lower five vertebrae).
p. The illustrations include images from ultrasound showing the TA beneath the obliques. When people are able to fire it in isolation from the obliques as they prepare to move limbs, they tend to have less low back pain. This is a subconscious skill that can be retrained in low back pain-sufferers. It is fired using the abdominal drawing in maneuver (ADIM), and this can be trained using ultrasound imaging using a physical therapist, or PT technician and an ultrasound imaging machine, demonstrate this on a few students to see how well they do. (Need to produce video of this for the dL lesson.)
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Slide 19
q. Use a laser pointer to test students ability to locate and name the correct muscle on these illustrations.
NOTE: SHOW SLIDE 20 - Muscles of the Upper Limbs
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Slide 20
r. There are two rhomboid muscles a minor and a major illustrated in this image. The rhomboid minor sits above the major, and is separated slightly use laser pointer to indicate the two muscles. Both parts do the same thing adduction of the scapula. Explain the term adduction while standing in the anatomical position if any body parts moves toward the bodys midline, it is being adducted. A-D-Duction. If it is moved out to the side, away from the midline, it is being abducted - A-B-Duction. Have students move their scapulae into adduction and abduction. The same can be done with the whole arm and leg.
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Slide 21
s. We have already talked about the upper trapezius. Here you get a good idea about the middle and lower parts of the same muscle. The fiber orientation of the muscle changes from top to bottom allowing the traps to perform a range of different movements involving the head and scapula. Read the Action bullets while performing the movements of shrugging, head turning, and neck extension. Continue reading the other bullets. Perform the movements for the Bent Over Row exercise and if there is time, have the students shrug, and adduct their scapulae again.
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Slide 22
t. Most of us know about the pectoral muscle its strength dictates our success on the APFT push-up event. The pectoralis major is a large fan-shaped muscle that has a smaller partner lying beneath it the pectoralis minor. These help to bring the arm across the body in a movement called horizontal adduction. As we know, this muscle can become very large through heavy bench-pressing, and this if often when it becomes torn, causing rupture of the tendon from the bone at the insertion on the humerus, or in the muscle belly. The latter is difficult to repair surgically (imagine trying to sew raw beef to itself and expecting it to hold) and can cause an indentation in the muscle that is often permanent. It does not look good on the beach.
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Slide 23
u. The serratus anterior the secret muscle of the shoulder is one of those muscles that we rarely think about but can help a lot in providing stability for the scapula. Using a model, indicate where the muscle originates along the anterior medial edge of the scapula and wraps around the upper rib cage towards the outside of the chest. It helps keep the scapula against the rib cage to provide a firm platform for the arm to move on. It can be developed by doing the push-up plus exercise or the supine chest press with an extra movement to really reach to the sky. Often used to rehab painful or post-surgical shoulders.
NOTE: Ask if anyone has had surgery and done this.
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Slide 24
v. The lats are the primary pulling muscle. Lots of other muscles in the arm and shoulder help with that motion, but this muscle anchors that motion to the spine in a long, broad fan inserting into the proximal humerus.
CHECK ON LEARNING:
QUESTION: What is the difference between a proximal and distal location? Note that the lats insert onto the humerus into the intertubercular groove.
QUESTION: What is a tubercle?
ANSWER:
A surface feature of bones that allow for a stronger muscle attachment.
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Slide 25
w. The rotator CUFF C-U-F-F - rotates the humerus internally and externally. These four small muscles arising on the scapula keep the humeral head in the glenoid fossa while the large muscles around the shoulder perform the large movements. They are stabilizer muscles, combining to pull the humerus into the scapula see illustration. Use the laser pointer to indicate which muscle is which on the primal pictures image supraspinatus above the spine of the scapula; infraspinatus below the spine; teres minor is the small muscle on the lateral aspect of the scapula below the infraspinatus inserting onto the humerus; the subscapularis is on the front of the scapula. They join together into a common tendon that wraps around the head of the humerus to form a cuff similar to a cuff on a shirt sleeve. MFTs know that this is a CUFF, not a cup.
x. The MRI image indicated how little space there is between the bottom of the acromion and the top of the humeral head for the tendon to travel through. Illustrate this on a shoulder model. If there is any movement upwards of the humerus what happens? A: shoulder impingement which can lead to wear and tear on the cuff, pain and loss of range of motion.
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Slide 26
y. There are three parts to the deltoid and each part contributes differently to these Actions. Can you decipher which part does which? Anterior flexion. Middle abduction. Posterior extension.
z. It is a difficult muscle to stretch, especially the middle portions. How could you stretch the anterior and posterior portions? Have one of the students demonstrate the correct stretch positions. (May need to insert an image from the Flexibility Improvement lecture.)
39
Slide 27
aa. Bi-ceps = two-heads. This is clear from the illustration there are two parts to this muscle that arises from the scapula and inserts into the radius, making it a two-joint muscle. Can you flex your shoulder, then your elbow. Does these separately and then together.
CHECK ON LEARNING:
QUESTION: What happens is the biceps doing when to other joint when just one of these joints is moving?
ANSWER:
It is stabilizing it.
NOTE: Can you tell me why it is used during the Bent Over Row?
QUESTION: what type of contraction is being used?
ANSWER:
concentric to bend the elbow on the upward motion, and eccentrically as the weight is
lowered back to the ground.
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Slide 28
bb. Tri-ceps = three heads long, medial, and lateral. This should be the primary pushing muscle, and if it is to be used as such, we need to train that way elbows in push-ups. This should lead to a few minutes of discussion about this style of push-up. The point should be made that this is the position of the arms when shooting accurately, pushing off an attacker, or a vehicle off the road.
41
Slide 29
cc. Use these images to review the muscles in them as well as some of the motions and strengthening actions associated with them. Any of the details from the previous slides could be brought into the discussion depending on where questions lead.
NOTE: SHOW SLIDE 30 - Muscles of the Hips
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Slide 30
dd. Instructor will have to have a model to illustrate the iliopsoas (ill-ee-o-so-as) muscle, which cannot be palpated from outside the body. This is the primary muscle used in sit-ups. It pull on the front of the lumbar vertebrae to lift that part of the spine from the ground.
QUESTION: Repeated movements over many years might contribute to what type of injury?
ANSWER:
Spondylolisthesis.
ee. A safe sit-up would be done without the need to activate this muscle so much by leaving the feet unanchored. Soldiers who cannot sit-up this way need to avoid sit-ups until their abdominal muscles have strengthened enough. It also explains why running is so tiring after sit-ups the hip flexors are shot!
QUESTION: What other exercises might overtrain this muscle, or on the opposite end of the spectrum, more safely train trunk or hip flexion?
ANSWER 1: Flutter kicks.
ANSWER 2: Leg Tucks, Bent-Leg Raise, Bent-Leg Body Twist, Supine Bicycle, Leg-Tuck and Twist, etc.
43
Slide 31
ff. The gluteus maximus is one of the most powerful muscles in the body, controlling movement and stability of the pelvis, hip and knee joints. Its origin on the posterior ilium is obvious. Less obvious is its insertion in the iliotibial band which is a long, flat, tendon structure that runs down the side of the thigh, ending at the proximal tibia.
NOTE: Read the action, stretch, injury and strengthen bullets.
QUESTION: Why do Laterals and CD3 test and strengthen the Gluteus Maximus?
ANSWER:
Combinations of abduction, external rotation and eccentric muscle activation in the squat.
QUESTION: Why and how does the Hip Stability Drill prepare Soldiers for this exercises?
ANSWER:
Progression. Progressing from Preparation Drill to HSD to CD2 and CD3 just one example
of this principle in PRT found in a single session, but interwoven throughout the program to provide injury control. Execute precisely, and youll see the benefit.
44
Slide 32
gg. Orient the students to this image. dL: may need to find a better one. Have the students draw the correct arrows into the illustration to the TFL and gluteus minimus. dL: animate these arrows into the slide. Explain what the Latin words mean tensing the lateral fascia. Read the bullets. Stop on the IT Band syndrome bullet a very common diagnosis in cases involving knee or lateral thigh pain. Have the students think about where pain could exhibit along the ITB.
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Slide 33
hh. Adductors add the body part, usually the limb, back to the body. In the thigh, these five muscles as a group are often referred to as the groin muscles (pectineus, adductor longus, gracilis, adductor magnus, and adductor brevis). This is accurate as they originate in the groin, on the superior and inferior pubic rami.
CHECK ON LEARNING: Have we heard about those bones already?
QUESTION: What types of injury and why occur in these bones?
ANSWER 1: Pubic ramus stress fractures.
ANSWER 2: The bone can be injured by too much overstriding or sprinting, This same mechanism can injure these muscles - a groin strain.
ii. The medial leg raise is a focused way to warm up the groin muscles.
46
Slide 34
NOTE: Use similar format from previous slides cutting images into this blank slide and having students label correctly.
Questions?
NOTE: SHOW SLIDE 35 - Muscles of the Knee
47
Slide 35
jj. The hamstring and quadriceps muscles originate in the pelvis and thigh and control the knee. It is important to know this so that MFTs understand that knee exercises should focus on muscles well away from the actual joint.
kk..The quadriceps (four heads) muscles are clearly labeled on this image. Note that the rectus femoris originates on the anterior inferior iliac spine (ASIS) on the ilium. This is the only part of the quad that starts above the hip and so is a two-muscle joint. The remaining heads start on the front of the femur. All come together in the quadriceps tendon, passing around the patella and inserting onto the tibial tuberosity of the tibia.
ll. This muscle is the one that keeps the knee straight, prevents it from collapsing, produces kicking force and can assist in hip flexion.
CHECK ON LEARNING:
QUESTION: If this is the case, what are the implications for someone with a weak core, who does sit-ups to failure and then gets up to run?
ANSWER:
48
NOTE: SHOW SLIDE 36 - Muscles of the Knee
Slide 36
mm. The hamstring muscles are the primary knee flexors, but also assist the gluteal muscles in extending the hip. There are three separate muscles that form the hamstring group. The biceps femoris runs lateral to the knee, inserting into the head of the fibula. The semimembranosus and semitendinosus insert medially into the tibia. Their combined muscle belly is easy to palpate behind the thigh, as are the tendons behind the knee which one is which?
CHECK ON LEARNING: Make sure that you understand why each of these exercises in the final bullet work the hamstring most of them extend the hip AND flex the knee, or hold the knee in flexion.
NOTE: SHOW SLIDE 37 - Calf Muscles
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Slide 37
nn. In anatomy, the calf region is referred to as the leg and includes muscles in the front, back and lateral aspects. All of these help to move the ankle, foot, and toes in various directions. Most of them originate on the tibia and fibula (except the gastrocnemius) and insert into the bones you learned about yesterday such as the calcaneus, navicular, cuboid, metatarsals and phalanges.
NOTE: SHOW SLIDE 38 - Muscles of the Ankle
50
Slide 38
oo. The tibialis anterior (TA) originates on the proximal tibia and after crossing the anterior (front) of the ankle inserts into the bones of the medial foot, the medial cuneiform and the first metatarsal. Its primary function is to dorsiflex the ankle and invert the foot. Have the students perform these motions with their own feet, and use a model to demonstrate. As the students are doing these movements they should be able to palpate the muscle belly of the TA contracting. It is often weak, but can be strengthened through sustained squatting and heel walking. Have the students try to squat with the heels on the ground after a while their TAs will fatigue.
NOTE: SHOW SLIDE 39 - Cross Section of Muscles in the Leg
51
Slide 39
pp. In this cross sectional diagram of the proximal leg, you can easily distinguish the tibia.
QUESTION: Which leg is this? Left or right?
ANSWER: Left and how can you tell?
ANSWER: many ways tibial orientation; fibula is always lateral to the tibia; the anterior tibialis muscle sits lateral to the tibia.
qq. The dark black patches in the middle of the leg represent the peroneal and tibial arteries. These can become squeezed by contracting muscles around them, causing blood to be blocked from exiting the leg. Note how the veins are smaller-diametered structure. As pressure builds, the tight fascia surrounding and holding the muscle together prevents further expansion. This can become painful and prevent further muscle contraction eventually the nerve can be squeezed and the foot goes numb. In severe cases, the foot is essentially paralyzed and cannot be moved until the compartment pressure drops through rest.
52
Slide 40
rr. Gastrocnemius and soleus are separate muscles that are commonly referred to as one muscle the gastrocsoleus, or simply, the calf muscle. The gastroc originates on the femur, with two heads that combine, cross the back of the tibia, superficial to the soleus and insert on the calcaneus. This muscle does not attach to the tibia. The soleus originates on the tibia and joins in a common tendon with the gastroc called the Achilles tendon before inserting into the same heel bone as the gastroc. Both muscles play important roles in balance and in plantarflexing the foot very important in climbing, running, landing and jumping.
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Slide 41
ss. The muscles that prevent us spraining our ankles are the peroneals which sit more lateral in the leg, crossing behind and in front of the lateral malleolus. They evert the ankle and assist in dorsiflexion. Again, have the students perform these motions while palpating for the contracting muscle belly. dL: images needed of the whole muscle.
54
Slide 42
tt. Although there are several other muscles in the back of the leg that control toe plantarflexion, the tibialis posterior plays the most significant role in supporting the arch of the foot to prevent overpronation. Pronation is the movement of the foot in the coronal plane medially, the opposite being supination.
CHECK ON LEARNING:
QUESTION: Where have you heard these words before?
ANSWER:
Forearm/hand movements do the same thing.
Check on Learning:
Review Summary:
55
CHECK ON LEARNING (ELO E):
REVIEW SUMMARY(ELO E):
56
SECTION IV. SUMMARY Method of Instruction: Instr Type(I:S Ratio/Qty): Time of Instruction: Instructional Strategy: Note: Marked as
Check on Learning
NOTE: SHOW SLIDE 43 - Check on Learning
Conference/Discussion Contracted Instructor (1:10/0)*, Instructor (1:40/0)* 5 mins Large Group Instruction (*) is derived from the parent learning object
Slide 43
uu. In this image taken of rugby player, Johnny Wilkinson, he is balancing on his left foot while kicking with his right.
QUESTION: What muscles are holding his left ankle stable? ANSWER: All the above-mentioned muscles.
57
QUESTION: Which thigh muscle is helping him kick with his right foot? ANSWER: Quadriceps
QUESTION: What muscle has abducted his left arm? ANSWER: Deltoid.
QUESTION: Which muscle do you suspect fired before any of these contracted at all? ANSWER: transversus abdominus.
QUESTION: And where is it? ANSWER: The core.
EXTRA CREDIT:
QUESTION: Which country is he playing for here?
ANSWER:
England.
QUESTION: Which country is he playing against?
ANSWER:
Australia.
QUESITON: What was the event?
ANSWER:
Rugby World Cup, 2007
QUESTION: What was he about to do?
ANSWER:
Kick the winning drop kick in the final minute of the final match to win for England.
QUESTION: Who really cares???
58
ANSWER:
MAJ Feltwell
Review/ Summary
NOTE: SHOW SLIDE 44 - Summary
Slide 44
a. During this class we have discussed and checked your learning on the skeletal muscles of the human body. You are now familiar with and can discuss and refer correctly to the names, locations, types, function of muscles. You can demonstrate exercises that use these muscles as well as stretches, and know the most common types of injury to them.
59
SECTION V. STUDENT EVALUATION

Testing Requirements
NOTE: Describe how the student must demonstrate the accomplishment of the TLO. Refer student to the Student Evaluation Plan.
Feedback Requirements
NOTE: Following the Master Fitness Trainer Course, a Student End-of-Course Critique will be issued, taken, and collected. These critiques are required to be reviewed by the Chief, Physical Readiness Division (PRD).
60
Appendix A - Viewgraph Masters Muscle Anatomy 805P-MF805003 / Version 2 Sequence 0 Media Name MF805003: Muscle Anatomy Slides Media Type PPTX
A-1
Appendix B - Test(s) and Test Solution(s)
B-1
Appendix C - Practical Exercises and Solutions PRACTICAL EXERCISE(S)/SOLUTION(S) FOR LESSON 805P-MF805003 Version 2
C-1
Appendix D - Student Handouts Muscle Anatomy 805P-MF805003 / Version 2 Sequence 0 Media Name MF805003: Composite Risk Worksheet Media Type DOCX
D-1
Appendix E - TRAINER'S LESSON OUTLINE
Muscle Anatomy 805P-MF805003 / Version 2 DRAFT
1. The importance of this lesson: (Why)
Familiarize with the structure and functions of the human muscle system.
2. What we want our Soldiers to Achieve: (Outcomes/Standard)
1. Every MFT should know and understand the human muscular system and how it relates to physical readiness and the WTBDs. 2. Outcomes Possess a knowledge of Basic Anatomy, Physiology, and Exercise Science
Possess a knowledge of the Armys Physical Readiness Training System
- History of Army fitness - Differences between PRT and other programs
Possess knowledge of Human Performance Optimization/Injury Prevention (HPOIP)
- Understand HPOIP at the macro and micro levels
Possess a knowledge of Army doctrine relating to and impacting PRT
Skills (Be):
Teach (correct, mentor)
Communicate (coordinate, collaborate)
E-1
Move (athleticism)
Lead (direct, inspire, exemplify)
Liaise (advise)
Assess (comply)
Abilities (DO):
PRT Leader
Special Staff Advisor on Physical Readiness Training
Special Conditioning Program Advisor
Train other leaders
Liaison to other SMEs (medical personnel) and other MFTs
Design, lead, execute, and evaluate PRT Programs
3. Tasks to be taught
Task Number
Task Title
Task Type
None
Additional Non-Standard Tasks
None 4. References:
E-2
Reference Number
Reference Title
Date
FM 5-19 FM 7-22
COMPOSITE RISK MANAGEMENT Army Physical Readiness Training
21 Aug 2006 26 Oct 2012
Additional Non-Standard References
None 5. Resources
TIME: Time of Instruction (Time not specified)
LAND: Classroom, Training Area, and Range Requirements

Id Name
17120-T-1680-50
Classroom, Traditional, 1680 Square Feet, 50 Students
AMMO: Ammunition Requirements

DODIC Name
None
MISC: Materiel Items and TADSS Requirements

Id Name
5836-01-408-4665 6515-01-509-2908 6545-00-116-1410 6665-01-103-8547 6730-00-577-4813 7010-01-454-5951 7520-00-T82-3256 7520-01-351-9148 (Note: Asterisk before ID indicates a TADSS.)
PROJECTOR, VIDEO (INFOCUS LITEPRO 550) DEPLOY PAC,AED FIRST AID KIT,GENERAL PURPOSE WET GLOBE TEMPERATURE KIT Screen, Projection Computer System, Digital, Desk Top LASER, POINTER (PEN SIZE) Pointer, Instructional
Additional Non-Standard Resources
None 6. A possible technique to achieve the outcome:
E-3
Outcome (Measures of Effectiveness) Knowledge (Know): Possess a knowledge of Basic Anatomy, Physiology, and Exercise Science (MF805002 thru MF805014)
Possess a knowledge of the Armys Physical Readiness Training System (MF805018, MF805019; MF805024 thru MF805026; MF805029)
- History of Army fitness
- Differences between PRT and other programs
Possess knowledge of Human Performance Optimization/Injury Prevention (HPOIP) (MF805020 thru MF805022)
- Understand HPOIP at the macro and micro levels
Possess a knowledge of Army doctrine relating to and impacting PRT (MF805015 thru MF805017)
Skills (Be):
Teach (correct, mentor) (MF805062 and MF805065)
Communicate (coordinate, collaborate) (MF805062 and MF805065)
Move (athleticism) (MF805031 thru MF805058)
Lead (direct, inspire, exemplify) (MF805062 and MF805065)
Liaise (advise) (MF805062 and MF805065)
Assess (comply) (MF805057, MF805058, MF805061, MF805063)
Abilities (DO):
E-4
PRT Leader (MF805031 thru MF805062)
Special Staff Advisor on Physical Readiness Training (MF805002 thru MF805065)
Special Conditioning Program Advisor (MF805019 thru MF805022)
Train other leaders (MF805062)
Liaison to other SMEs (medical personnel) and other MFTs (MF805065)
Design, lead, execute and evaluate PRT Programs (MF805018, MF805019; MF805024 thru MF805026; MF805029)
7. Conduct AAR with Soldier and Cadre.
a. Conduct end of training day AAR. (1) Begin the AAR. Review training events of the day. (2) Discuss strengths and weaknesses of each event or critical activity. (3) Decide what to do differently next time; how to improve. (4) Summarize key training points and events of the AAR. (5) Allow students two ask questions and/or address any of the cadre members. (6) Quickly review the next days training and inform students of any schedule updates or changes.
NOTE: Before presenting this lesson, Instructors must be thoroughly prepared by studying the appropriate lesson plan and identified reference material.
E-5

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Muscle Anatomy 805P-MF805003 / Version 2 Effective Date Not Assigned SECTION I.

Task(s) Taught(*) or Supported

The administrative/academic hours required to teach this lesson are as follows:

COMPOSITE RISK MANAGEMENT Army Physical Readiness Training

21 Aug 2006 26 Oct 2012

Student Study Assignment Instructor Requirements

- Complete an end-of-day AAR with students.

Additional Support Personnel Requirements

Equipment Required for Instruction

1:40 1:40 0:0 0:0 1:40 1:40 1:40 1:40

- Uniform as designated by instructors - Pen/pencil - Paper

17120-T-1680-50 Classroom, Traditional, 1680 Square Feet, 50 Students

- The following slides support this lesson, MF805003: Muscle Anatomy:

Slide #1 Muscle Anatomy

Slide #2 Terminal Learning Objective (TLO)

Slide #3 Enabling Learning Objective A

Slide #4 Types of Muscles

Slide #5 Enabling Learning Objective B

Slide #6 Skeletal Muscle

Slide #7 Enabling Learning Objective C

Slide #9 Enabling Learning Objective D

Slide #10 Muscle Contraction

Slide #11 Enabling Learning Objective E

Slide #12 Muscles of the Neck

Slide #13 Muscles of the Neck

Slide #14 Muscles of the Neck

Slide #15 Muscles of the Spine

Slide #16 Muscles of the Abdomen

Slide #17 Muscles of the Abdomen

Slide #18 Muscles of the Abdomen

Slide #19 Muscles of the Abdomen

Slide #20 Muscles of the Upper Limbs

Slide #21 Muscles of the Upper Limbs

Slide #22 Muscles of the Upper Limbs

Slide #23 Muscles of the Upper Limbs

Slide #24 Muscles of the Upper Limbs

Slide #25 Muscles of the Upper Limbs

Slide #26 Muscles of the Upper Limbs

Slide #27 Muscles of the Upper Limbs

Slide #28 Muscles of the Upper Limbs

Slide #29 Muscles of the Upper Limbs

Slide #30 Muscles of the Hips

Slide #31 Muscles of the Hips

Slide #32 Muscles of the Hips

Slide #33 Muscles of the Hips

Slide #34 Muscles of the Hips

Slide #35 Muscles of the Knee

Slide #36 Muscles of the Knee

Slide #37 Calf Muscles

Slide #38 Muscles of the Ankle

Slide #39 Cross Section of Muscles in the Leg

Slide #40 Muscles of the Ankle

Slide #41 Muscles of the Ankle

Slide #42 Muscles of the Ankle

Slide #43 Check on Learning

Slide #44 Summary

Proponent Lesson Plan Approvals

Terminal Learning Objective

2. Safety Requirements in a Classroom Setting:

Safety is everyones responsibility to recognize, mitigate, and report hazardous conditions.

Risk Assessment Level

Conduct Classroom Instruction

NOTE: SHOW SLIDE 4 - Types of Muscle